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The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

Tse L, Nicholson T - Front Psychol (2014)

Bottom Line: There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics.The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness.The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages.

View Article: PubMed Central - PubMed

Affiliation: School of Curriculum and Pedagogy, The University of Auckland Auckland, New Zealand.

ABSTRACT
The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

No MeSH data available.


Related in: MedlinePlus

A segment from a Big Book/Phonics combined lesson (BB/EP) with word patterns from the Big Book written on the whiteboard to illustrate the sounds of r-affected and l-affected vowels, and the silent e pattern.
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Figure 3: A segment from a Big Book/Phonics combined lesson (BB/EP) with word patterns from the Big Book written on the whiteboard to illustrate the sounds of r-affected and l-affected vowels, and the silent e pattern.

Mentions: The tutor started the lesson with a decoding rule and worked on the Big Book that had examples of this rule. The scope and sequence was the same as for the phonics and Big Book lessons but the instruction for each was condensed so as to use both kinds of instruction. As with the phonics lessons, students in the three reading ability groups also engaged in Turtle Talk using words from the story. After the Turtle Talk activity, the tutor wrote on the whiteboard a short list of words that followed decoding rules. The task for students was to associate Turtle Talk phonemes spoken by the tutor with their written representations on the whiteboard. An example of phonics words taken from the Big Book is shown in Figure 3. The tutor wrote the words her, after, purr, lunch, gave, home, came, and still on the whiteboard. As in the phonics lessons, when doing the phonemic awareness activity the tutor asked students to listen carefully when she slowly said the sounds in the word, e.g., “keh-ay-m” (for came), to blend the sounds together in their minds, then to say the word aloud, and point to the correct answer on the whiteboard. Students also performed this activity in reverse (e.g., what word is “m-ay-keh”).


The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

Tse L, Nicholson T - Front Psychol (2014)

A segment from a Big Book/Phonics combined lesson (BB/EP) with word patterns from the Big Book written on the whiteboard to illustrate the sounds of r-affected and l-affected vowels, and the silent e pattern.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4230049&req=5

Figure 3: A segment from a Big Book/Phonics combined lesson (BB/EP) with word patterns from the Big Book written on the whiteboard to illustrate the sounds of r-affected and l-affected vowels, and the silent e pattern.
Mentions: The tutor started the lesson with a decoding rule and worked on the Big Book that had examples of this rule. The scope and sequence was the same as for the phonics and Big Book lessons but the instruction for each was condensed so as to use both kinds of instruction. As with the phonics lessons, students in the three reading ability groups also engaged in Turtle Talk using words from the story. After the Turtle Talk activity, the tutor wrote on the whiteboard a short list of words that followed decoding rules. The task for students was to associate Turtle Talk phonemes spoken by the tutor with their written representations on the whiteboard. An example of phonics words taken from the Big Book is shown in Figure 3. The tutor wrote the words her, after, purr, lunch, gave, home, came, and still on the whiteboard. As in the phonics lessons, when doing the phonemic awareness activity the tutor asked students to listen carefully when she slowly said the sounds in the word, e.g., “keh-ay-m” (for came), to blend the sounds together in their minds, then to say the word aloud, and point to the correct answer on the whiteboard. Students also performed this activity in reverse (e.g., what word is “m-ay-keh”).

Bottom Line: There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics.The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness.The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages.

View Article: PubMed Central - PubMed

Affiliation: School of Curriculum and Pedagogy, The University of Auckland Auckland, New Zealand.

ABSTRACT
The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

No MeSH data available.


Related in: MedlinePlus